Abstract
This study explores the use of GCash as a financial management tool among third-year students at Indiana Aerospace University during the Summer Class of 2025. As mobile wallets become increasingly essential in today's digital economy, this research investigates how students manage their finances using GCash, focusing on usage frequency, expense tracking, and concerns about financial risk. Several theoretical frameworks, including the Technology Acceptance Model, Task-Technology Fit Theory, Financial Control Theory, and the Unified Theory of Acceptance and Use of Technology 2, guide the study. A mixed-methods approach is employed, combining survey responses from 100 students and semi-structured interviews with selected parents and guardians to gain both user and family perspectives. The findings aim to uncover GCash's impact on students' financial independence, identify key challenges such as application performance and budgeting habits, and present an action plan to enhance user experience and promote financial literacy. These insights may serve as valuable input for educators, application developers, and policymakers in improving digital financial tools for the student population.
